YÖNLENDİRİLMİŞ MOTİVASYON AKIMLARI (DMC) BAĞLAMINDA KATILIMIN DİNAMİK DOĞASINI ANLAMAK

Abstract

Bu çalışma, İngilizceyi yabancı dil olarak öğrenme bağlamında (EFL) Yönlendirilmiş Motivasyonel Akımlar (DMCs) çerçevesinde, son yıllarda giderek önem kazanan öğrenen katılımının dinamik doğasını incelemektedir. Önceki araştırmalardan farklı olarak, bu çalışma yalnızca kısa süreli veya laboratuvar ortamında yürütülen görev temelli katılım gözlemleriyle sınırlı kalmayıp, bir akademik yıl boyunca DMC deneyimi yaşayan beş ikinci dil öğrenicisinin katılım dalgalanmalarını uzunlamasına bir yaklaşımla ele almıştır. Araştırma, DMC’lerde katılım dinamiklerine odaklanan çalışmaların sınırlı olmasından hareketle keşfedici karma yöntem tasarımı benimsemiş; haftalık öz-değerlendirmeler ve derinlemesine görüşmeler yoluyla davranışsal, bilişsel ve duyuşsal katılım biçimlerini kapsamlı biçimde analiz etmiştir. Bulgular, DMC’ler kapsamında katılımın kısa süreli durağanlıklar ve belirgin değişkenliklerle karakterize edilen karmaşık ve dinamik bir süreç olduğunu göstermiştir. Bu süreç; olumlu geribildirim, destekleyici öğrenme ortamı, görevin yeniliği, ilerleme algısı ve duygusal yankı gibi etmenlerden etkilenmektedir. Çalışma, ikinci dil öğreniminde katılımın çok boyutlu ve değişken doğasının dikkate alınmasının önemini vurgulayarak, öğrenen katılımını uzun vadede destekleyecek öğretimsel müdahaleler için önemli çıkarımlar sunmaktadır.

Keywords

• İkinci Dil Katılımı
• İkinci Dil Öğrenimi
• Dil Öğreniminin Psikolojisi
• Hedefli Motivasyonel Akımlar

UNDERSTANDING THE DYNAMIC NATURE OF ENGAGEMENT IN DIRECTED MOTIVATIONAL CURRENTS

Abstract

The present study explores the dynamic nature of learner engagement emerged as a critical area of interest in recent years, within the framework of Directed Motivational Currents (DMCs) in EFL. Departing from previous investigations that often have been limited to engagement in isolated tasks within controlled laboratory settings, this study adopts a longitudinal approach, exploring engagement fluctuations of five L2 learners experiencing DMCs over the course of an academic year. Given a lack of research focused on the engagement dynamics in the case of DMCs, adopting an exploratory, mixed-methods design, the study utilizes weekly self-reports and in-depth interviews to capture the multifaceted nature of behavioral, cognitive, and emotional engagement trajectories within the framework of DMCs. The findings reveal that engagement within DMCs is a complex and dynamic process characterized by significant variability with only brief periods of stability and shaped by a range of factors, including positive feedback, supportive learning environments, task novelty, perceived progress, and emotionally resonant experiences. Importantly, the study underscores the crucial need to view the dynamic and multifaceted nature of engagement in L2 learning, particularly within the context of DMCs. These findings present significant insights for designing interventions that support and sustain learner engagement throughout the dynamic and multifaceted process of L2 learning.

Keywords

• directed motivational currents
• L2 engagement
• L2 learning
• psychology of language learning

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